This article identifies a tension between a teacher's intention and an English learner's interpretation of his experiences in a US high school English class for native users of English and English learners. The tension highlights two issues. First, democratic classroom practices, frequently advocated by second language acquisition theorists, may be misunderstood or misused in general education classrooms. For example, respecting students by giving them the choice to speak or be silent can negatively affect English learners' opportunities to acquire language, subject-area content knowledge, and social status as knowers. Second, many general education teachers believe they are unprepared to help English learners develop English or subject-area content skills and knowledge. Their lack of preparation can present obstacles for English learners. The author contends that structured, inclusive discussion can benefit English learners' cognitive, academic, linguistic, and social development, while unstructured, open discussion compromises learning opportunities for all students.